Establishing Social Presence in Online Learning
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This document discusses strategies for establishing social presence in online learning environments. It begins with background on social presence theory, which describes how certain communication mediums feel more personal and warm than others. The presenter then discusses how social presence is important for learning and engagement. The bulk of the document outlines specific strategies instructors can use, including creating bio pages for themselves and students, using videos for orientations, incorporating discussions and small group work, providing feedback via video, and using social media. The strategies are meant to help make online interactions feel more personal and connected.
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Establishing Social Presence in Online Learning
- 1. Establishing Social Presence in Online Learning Environments Patrick R. Lowenthal Boise State University @plowenthal Joni Dunlap University of Colorado Denver slides @ patricklowenthal.com
- 2. A Bit about Me Instructional designer @ Boise State (EdTech department) slides @ patricklowenthal.com
- 3. Agenda Background Strategies Strategies of Social We Use You Use Presence slides @ patricklowenthal.com
- 4. I was scared the first time I taught online slides @ patricklowenthal.com
- 5. I was scared that I would not connect with my students slides @ patricklowenthal.com
- 6. Why does connecting matter? slides @ patricklowenthal.com
- 7. Theory of Social Presence Social presence is the degree of salience (i.e., quality or state of being there) between two communicators using a communication medium. For more info: The evolution and influence of social presence theory on online learning
- 8. What does all this mean? It’s a quality of a communication medium. Some media (e.g., video) have higher social presence than other media (e.g., audio) Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
- 9. What does all this mean? It’s a quality of a communication medium. Some media (e.g., video) have higher social presence than other media (e.g., audio) Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
- 10. What does all this mean? It’s a quality of a communication medium. Some media (e.g., video) have higher social presence than other media (e.g., audio) Media w/ high social presence are sociable, warm, and personal; media w/ low social presence are as less personal.
- 13. Social Presence is Complicated
- 14. “Being there” might not always feel good
- 16. Our Lives Have Changed
- 17. We are social beings!
- 21. Agenda Background Strategies Strategies of Social We Use You Use Presence slides @ patricklowenthal.com
- 22. High Tech & Low Tech Strategies slides @ patricklowenthal.com
- 23. Social Presence Strategies Bio strategies Orientation strategies Reconnecting strategies Feedback strategies Discussion strategies Small group strategies Organic interaction strategies
- 25. Teacher Bios For more info: Intentional Web Presence: 10 SEO Strategies Every Academic Needs to Know
- 26. Teacher Bios Digital Stories For more info: From Pixel on a Screen to Real Person in Your Students’ Lives: Establishing Social Presence using Digital Storytelling
- 27. Student Bios Aladdin’s Lamp For more info: Superhero Getting to know you: The first week of class and beyond Powers
- 28. Student Bios 5 minute phone call For more info: Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of the Many and the One
- 29. Student Bios Digital Stories For more info: From Pixel on a Screen to Real Person in Your Students’ Lives: Establishing Social Presence using Digital Storytelling
- 31. Orientation Strategies Orientation Videos slides @ patricklowenthal.com
- 33. Reconnecting Strategies Soundtrack of your life For more info: Hot for teacher: Using digital music to enhance student’s experience in online courses
- 34. Reconnecting Strategies Virtual Paper Bag & Superhero Powers
- 36. Discussion Strategies Non-threatening discussions Discussion Protocols Synchronous Discussions For more info: Protocols for Online Discussions
- 37. Small Group Strategies Peer Review Group Work Document Co-Creation For more info: Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills
- 38. Organic Interaction Strategies Social Media For more info: Tweeting the night away: Using Twitter to enhance social presence
- 40. If There’s Time Let’s Create a Google Doc Together http://tinyurl.com/socialpresence-share
- 41. Thanks! slides @ www.patricklowenthal.com email @ patricklowenthal@boisestate.edu
Editor's Notes
- Note: I have added notes from a chapter that Joni Dunlap and I wrote in the notes on certain slides. I simply copy/pasted info that was related.I also added links in the notes to other things we have written that are related to certain slides
- So I wanted to start with a bit about me. This is the first time I have been to this conference so I am the new guy…I grew up in Georgia but spent about 15 years in Colorado before moving to Idaho about a year and a half ago.I am an instructional designer in the EdTech department. I am a bit of a researcher, writer, faculty developer, instructor, as well as instructional designer. I seem to have my hands in most things…So now a bit about you. How many are faculty? How many are eLearning professionals? How many are IT professionals?
- So this is my general plan for the next 40 minutes. I will go over the basics of social presence and then talk about some of the strategies that my co-presenter and I have used over the years, and then I hope to open it up to ideas that each of you might have.
- When I started teaching online, I was scared. I was scared of lots of things…Can I get a show of hands of how many people here currently teach online or have taught online before?Did anything scare you when you started teaching online?Image source: http://playagrill.wordpress.com/2010/08/29/was-there-really-a-man-named-jose-cuervo/
- Well lots of things scared me (including the dialup connection I was using). And the funny thing is that I had taken a couple of courses online prior to teaching online (something that many first time online instructors haven’t had the chance to do).But one of the things that scared me the most was whether the things that I thought worked so well when I taught face to face – like my immediacy, passion, energy, humor – would translate to the online environment. My fear is that they wouldn’t. And most of all I feared that I wouldn’t be able to connect with students. They wouldn’t get a sense of who I was and I wouldn’t get a sense of who they were.Image source: http://playagrill.wordpress.com/2010/08/29/was-there-really-a-man-named-jose-cuervo/
- So you might be asking yourself… What’s so important about Connecting???? Well, I will respond to that with a story.For a number of years I worked at Regis University – a Jesuit University located in Denver Colorado.I worked in the Teacher Education Department. Our primary job was teacher preparation. So at the end of the fall and spring semesters we had an event to celebrate the successful completion of student teaching called “wine and cheese”.At wine and cheese, we had a Jesuit tell a send off speech (much like a commencement address). For a number of years we had this Jesuit describe his experience teaching social studies at the high school level. He talked about all of these great students he had over the years and time after time he would meet one of them and they could never tell him a thing about “social studies” or what he “taught” them but they could always speak fondly about the way he made them feel about themselves. Education IS a social process. Connecting with others matters… and this plain fact coupled with my initial fears teaching online brought me to this concept called social presence.Image source: Created this image using an image of old main and jacobs
- Short, Williams, and Christie spent the early 1970’s researching how a communication medium influences how people communicate.Social Presence theory began with the Communication Studies Group in London and was popularized by Short, Williams, and Christie’s book on the subject.They developed a theory called social presence which they outline in their book the social psychology of telecommunications.Social presence is a theory that explains the ability of people to present themselves as "real” and “there” when using a communication medium.For more information check out: http://patricklowenthal.com/the-evolution-and-influence-of-social-presence-theory-on-online-learning/Image source: Created the image from a blue book and added text (couldn’t find a copy of the book anywhere).
- But what does this mean? Well…
- But what does this mean? Well…
- But what does this mean? Well…
- I like to call my daughter’s when I am away at a conference but there is no question that this is different than
- this… Most people would agree. And so Social Presence Theory really sought to explain and to understand how communication media influence who we communicate with others.
- Social presence is complicated. If this student was in your course, would you feel like she was present?It is more than being physically present… isn’t it?
- Do you think she feels his presence? Do you think he is feels present? These two seem to have a real sense that the other one is there and that the other one is real. But their body language suggests that just maybe there might be some tension between the two. So at it’s basic level social presence doesn’t have to be positive. I often think of the drill sergeant or football coach who pushes those they work with.
- Well our lives have changed and it is no matter an issue of talking on the phone vs. meeting face to face. Technology has invaded nearly every aspect of our life. And we find more and more of our time being consumed with mediated communication
- We are social beings. This conference is just one example.
- At the same time. Learning (but especially formal education) is generally understood as a social process
- So the question was asked early on, is social learning online even possible? Many thought it wasn’t and some still make a similar argument today.
- So are there any questions so far about the theory of social presence?
- So, we started pulling together and experimenting with various high- and low-tech social-presence strategies that would help us attend to social-presence needs.
- Teacher bios. Since we ask our students to share information about themselves, we share a lot of information about ourselves. Besides helping students to have insight into our values, passions, interests, credibility and so on, our sharing models the type and level of sharing we want them to engage in, in order to set the appropriate tone for social presence and establishing a personal, supporting online learning environment. To this end, we share pertinent resources (e.g., our teaching philosophies, links to articles we’ve written, presentations we’ve delivered, our blogs, and so on)For more info: http://www.educause.edu/ero/article/intentional-web-presence-10-seo-strategies-every-academic-needs-know
- Joni’s Story -- http://www.augustcouncil.com/~jdunlap/JoniDunlapSOR.movPatrick’s Story -- http://youtu.be/VL0QkVu5t6wFor more info: http://patricklowenthal.com/establishing-social-presence-using-digital-storytelling/
- . We approach student bios in a variety of ways. Sometimes we use what we call the Superhero Powers strategy. Other times we use strategies such as Aladdin’s Lamp, One Extra Hour, Digital Storytelling, or even a Photo Roster. For instance, for Aladdin’s Lamp, we ask students to respond to the following prompt (or a variation of this prompt, depending on the audience) in VoiceThreadThe myth of Aladdin and the Lamp is well-known. It is hard not to imagine what you would do with three wishes, and how best to craft the wishes to make sure you achieve the desired outcome...indeed, that's the rub! Most of you know each other from previous courses, but I don't know you yet. So, instead of asking you to rehash what you already know about each other for my benefit, let's try something different...and hopefully you will learn something new about each other in the process. You now have access to Aladdin's Lamp, and the genie is awaiting your three wishes. Our collective wishes have to be different, so as you consider your three, be sure to check to see what others have shared as their three wishes—no duplication allowed! :-) The One Extra Hour activity is similar. We ask students to consider what they would do if they had an extra hour in the day, and why. Through this sharing (and, we participate too), students learn a lot about the priorities and values of their peers (and us) while also learning about their families and work situations. We use tools like VoiceThread for these strategies because students can share a photo and respond to the prompt using their microphones or webcams. We have found that hearing and seeing each other in this context helps all of us feel more connected.
- 5-minute conversations. During the first few weeks of our courses, we also invite students to participate in a 5-minute phone conversation with us.We do this so our students might feel more connected and less distant from us. We have found that these early phone conversations lead to subsequent phone conversations with students for purposes of project brainstorming, content clarification, and formative feedback—and in a much more efficient and personal way than if we had participated in the same exchanges via a threaded discussion.For more info: http://www.educause.edu/ero/article/defeating-kobayashi-maru-supporting-student-retention-balancing-needs-many-and-oneImage source: http://gretachristina.typepad.com/.a/6a00d8341bf68b53ef0120a594d455970c-popup
- We also have our students create Digital Stories about themselves. We tend to simply ask them to share something about themselves (e.g., What did you do over Winter-break?) using an application of their choice (e.g., Microsoft PhotoStory, iMovie, Animoto, VoiceThread). Learning little things about each other through sharing digital stories helps establish social presence in a traditionally text heavy medium (Lowenthal & Dunlap, 2010).For more info: http://patricklowenthal.com/establishing-social-presence-using-digital-storytelling/
- Finally, one last strategy we use for student bios is the creation of a Photo Roster. While students can attach an image in a threaded discussion or create a “home page” or profile in certain Learning Management Systems (LMS), this results in a disjointed final product. We instead prefer to create one document that has pictures and bio information about each student. By creating a Google Doc and making it editable by anyone, students can quickly login and fill in predetermined information as well as include a photo.
- We also focus on orienting students to our courses much like we do in a face-to-face course. The following are a few “finding-your-way-around” activities we use to help students with course orientation, in the first week and throughout the term. Orientation videos. We present short orientation videos, with each video walking students through different aspects of the course shell, learning activities, and projects (see Figure 6). Using tools like Jing, we create screencasts showing students all around the course shell. We interject our sense of humor where possible, tell stories, and provide explanations for our design decisions. These videos not only orient students to the course, but to us as well (see this example of a video Patrick used to orient his students to the first unit in his course: http://www.screencast.com/t/MmM3MjM5MjUt). We also do: Course & syllabus scavenger hunt. Videos though aren’t the only way to orient students to a course. We also use the quiz feature in our LMS to create a course and syllabus scavenger hunt that students submit by the end of the first week. To complete the scavenger hunt, students have to read the syllabus, locate materials, and watch the orientation videos. The results of the scavenger hunt reassure us that students are locating and tracking important course information, and alert us to any misconceptions or confusions that individual students have about the materials so we can immediately reach out to them and provide additional support and guidance. Weekly announcements. At the start of each week, we post a new announcement orienting students to the activities of the week, and also send the announcement to students via email (see Figure 7). Even though this information exists elsewhere in the course, we like to reach out to students (as opposed to making them log into the course shell) with an enthusiastic and more personal announcement about the week (whether in text format or video). In each announcement, we provide a reminder about how they should focus their time and energy during the week. We also include personal information (e.g., like what we did the week before), and well wishes for a successful up-coming week. Weekly agendas.Finally, for each week in the course, we provide students with a weekly agenda checklist that they can print out to help them track what they should be working on during the week (see Figure 8). Again, although this information exists in the course’s master calendar, it helps to have the week’s activities laid out in a checklist format. We also use the agendas as another way to help students connect with us by adding personal touches. For instance, Joni includes inspirational artwork and music at the top of each agenda and a “What’s fun got to do with it?” section at the bottom, where she shares fun and interesting items that are related to the activities of the week.
- Weekly announcements. At the start of each week, we post a new announcement orienting students to the activities of the week, and also send the announcement to students via email. Even though this information exists elsewhere in the course, we like to reach out to students (as opposed to making them log into the course shell) with an enthusiastic and more personal announcement about the week (whether in text format or video). In each announcement, we provide a reminder about how they should focus their time and energy during the week. We also include personal information (e.g., like what we did the week before), and well wishes for a successful up-coming week. Weekly agendas.Finally, for each week in the course, we provide students with a weekly agenda checklist that they can print out to help them track what they should be working on during the week. Again, although this information exists in the course’s master calendar, it helps to have the week’s activities laid out in a checklist format. We also use the agendas as another way to help students connect with us by adding personal touches. For instance, Joni includes inspirational artwork and music at the top of each agenda and a “What’s fun got to do with it?” section at the bottom, where she shares fun and interesting items that are related to the activities of the week.
- In our experience, it is not realistic to get to know people in an online course with one getting-to-know-you activity during the first week of class. Establishing social presence and building relationships and community requires multiple opportunities to share and connect. So, for reconnection purposes, we use activities like the following to reengage students every few weeks.Soundtrack of your life. Another reconnecting activity (and one of our personal favorites) involves having our students create a playlist of six songs: two that represent their past, two that represent their present, and two that represent their planned/hoped for future. Students share their playlists (using a digital jukebox like Grooveshark). They then ask questions about the songs to figure out why certain songs were selected. You can learn a lot about someone from the music they select (Dunlap & Lowenthal, 2010b).For more information: http://patricklowenthal.com/hot-for-teacher-using-digital-music-to-enhance-students-experience-in-online-courses/
- Virtual paper bag. For this activity, students pick five items that represent who they are and what is important to them. They pull together visual representations of their five items for a virtual paper bag that they share using a tool like Flickr. Once everyone has posted their virtual paper bag, students review each other’s, and discuss the meaning of the items. Students learn about each other’s passions, values, families, and the like; learn about differences and similarities; and learn each other’s stories. This activity helps students feel more connected because of the personal content of the photos and emotion involved in telling their stories.
- Personalized, Detailed Feedback Assessment and evaluation (and the feedback it entails) are difficult aspects of teaching. Whenever possible we strive to provide personalized and detailed feedback to our students to not only improve the learning process but also to maintain our social presence and connection with each student throughout the semester. The following are a few ways that we do this: One-on-one and group emails. As low tech as it might appear and while it goes against the school of thought that all communication should be kept within the LMS, we are strong believers in the power of one-on-one emails (see Dunlap & Lowenthal, 2010c). While we use one-on-one and group emails in a variety of ways throughout the semester, we primarily use it as a way to provide personalized detailed feedback with our students. Video feedback. Sometimes though we find the need to provide feedback in a different—high tech—format. For instance, Patrick uses screen recording tools like Jing to provide video feedback to his students on certain assignments in which it is hard to provide feedback in text alone. While cumbersome in that you have to get all set up with your microphone and the software and so forth, students have commented on how valuable it is to hear both the positive and the negative feedback in the tone of our voices.
- Threaded Discussions Threaded discussions have been described as the bread and butter of online courses because they are often the primary tool used for student-instructor and student-student communication and interaction. They are a great way for students to test their new knowledge, represent their conceptual understanding, and find their professional voices. However, we have found over the years—and the literature supports our experience—that threaded discussions in and of themselves are not inherently good or bad. Rather, their worth typically depends on how they are set up and used in any given course. Therefore, we tend to think a lot about how, when, and why we use threaded discussions to ensure they consistently benefit and support student learning and social presence. The following are a couple of ways we use threaded discussions for social presence purposes:Non-threatening discussions. We don’t assume our students know how to effectively use online threaded discussions. For purposes of practicing online discussion (using the tools, protocols, etiquette, etc.), we provide our students with ample opportunities to discuss non-threatening, low-judgmental topics as well as non-course related topics (see Dunlap, 2009a, under Further Readings). For example: We have students visit the Picassohead website (www.picassohead.com) and create a self-portrait, then submit a link to a threaded discussion forum. Once posted, we encourage students to comment on each other’s artwork. We also post entertaining photos (not directly related to the course content) and ask students to share their captions. Student captions for the following image have included:Wait please! I do have good news...I just saved tons of money on my car insurance by switching to Geico.I can take the giant brain, I can take the claws for hands, but why must you insist on wearing blue leather pants every time we go out?Listen, you're a nice guy and have a great personality, but my mother simply won't accept a son-in-law whose brain is on the outside.Activities like this can help introduce humor into threaded discussions which can be difficult to do—but also can help with social presence (see Figure 11). [Image 11 goes here] Discussion Protocols. The same-old-same-old threaded discussion forum format (i.e., instructor posts a question, and each student is required to post an original response and comment on posts from two peers) can be detrimental to social presence and student engagement. Therefore, we use different discussion protocols to ensure the continuing benefit of online discussions while minimizing the potential boredom that comes from threaded-discussion misuse and overuse, and maximizing social presence through student responsibility and engagement (see Dunlap, 2009b, under Further Readings). Discussion protocols also serve to balance student voices, ensuring that everyone in the class has the same opportunity to contribute to the discussion. Finally, discussion protocols provide students with specific roles and directions for how to engage in a productive discussion. An example of a discussion protocol we us is The Final Post, which we adapted for online discussion from McDonald et al.’s (2003) The Final Word protocol, for which the steps are:Working in a small group of 4-5 students, each student identifies one of the most significant ideas from the reading, illustrated by a quote or excerpt. (Each student should have a back‐up quote/excerpt in case another student has already posted the same quote/excerpt.)Each student starts a new thread by posting the quote/excerpt from the text that particularly struck her or him. The student points out where the quote is in the text. In approximately 250 words, the student describes why that quote/excerpt struck her or him. (Specify a deadline for the original posts.)Each student responds to that quote/excerpt and what the original student wrote, using approximately 150 words. The purpose of the response is to expand on the original student's thinking about the topic, to provide a different perspective on the topic, to clarify thinking about the topic, and to question the original student's assumptions about the topic. (Specify a deadline for these posts.)After each student in the group has responded to the original post, the first student has the “final word.” In approximately 150 words, the original student responds to what has been shared by the rest of the group, offering what she or he is now thinking about the topic, and her or his reaction to what the other students have posted. (Specify a deadline for the “final word” post.)This process continues until everyone has had the opportunity to have the “final word.” This means that 4‐5 discussions are happening simultaneously within a particular timeframe (e.g., 1 week), or that they are happening one at a time (each discussion over 1‐2 days).For more info: http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/DiscussionProtocols.pdf
- Small Groups Through small-group work and collaboration, students experience and develop an appreciation for multiple perspectives; refine their knowledge through argumentation, structured controversy, and the sharing of ideas and perspectives; learn to use colleagues as resources; and are more willing to take on the risk required to tackle complex, ill-structured problems (Dunlap & Grabinger, 2003). Because of the potential value of small-group work and collaboration on student learning and engagement, and because it is a clear way of involving students in student-student interactions that enhance social presence, we use various small-group and collaboration strategies and activities in our online courses (see Dunlap, 2009c, under Further Readings). Below we describe a few of our activities.Peer review. A good way to establish and maintain social presence among students in an online course is through peer review activities. Peer review, while a very authentic activity, is one we find many students struggle with. Therefore, we use a “no penalty” approach to peer reviews:The peer review teams are posted in the forum where you will post your drafts of this project. In terms of process, as a starting place, I suggest that you review the project description and assessment tool (not that you already aren't quite familiar) as a reminder of what everyone is aiming for. Please provide your peers with honest constructive feedback on the design of their instructional presentations, answering the five questions they provided to guide your review; you must provide at least one suggestion for improvement for each question. Your job as a peer reviewer is to help your peers create the best possible product, so you do them no service is you are not honest and open with your feedback. Be constructive and professional. Please provide 500 words of feedback in response to the five questions each peer asks you to consider. Thank you! [Final note: If when you sit down to do the peer reviews you find that one of your peers has not posted a draft by the due date, then you are not held responsible. The peer who did not post by the due date will lose out on valuable feedback (and points), and you will receive credit for the review regardless.] “No Jeopardy” group work. While many faculty often avoid using group work online to avoid any potential headaches (Wray, Lowenthal, Bates, & Stevens, 2008), we are strong believers in the importance of collaborating with others as well as learning how to effectively work with a group online—not to mention the inherent social presence opportunities when working closely with one’s peers. We use “no jeopardy” approaches to collaborative work that allow for a submitted product to be complete without a missing member’s contribution. Examples include: each student completes an allocated task that contributes to the final team product and gets the marks for that task; each student writes and submits an individual report based on the team’s work on the task/project; each student takes an exam, with exam questions that specifically target the team project, and can only be answered by students who have been thoroughly involved in the project; each student’s contribution is assessed via individually-produced evidence such as status reports, journals, time logs, and direct observation; each student produces an individual paper based on the team project. Document Co-Creation. Finally, we often use Google Docs and Spreadsheets in our online courses to support students' document co-creation activities and enhance social presence. One example of this use is students' co-creation of a Top-100 List of Design Guidelines (also called the What We Know List), used to support their instructional design work (see Figure 12). Developed in Google Docs over the course of the semester, students contribute new design guidelines with supporting citations based on the coursework and readings. By the end of the semester, students walk away with a robust set of design guidelines summarizing the readings that can be used as they continue their design work outside of the course. Google Docs makes it possible for our online students to collectively develop a unique document, each sharing expertise, reviewing each others' contributions for appropriate modifications and redundancy reductions, summarizing and synthesizing what they have learned from the course readings, and reflecting on the value of their individual contributions and the value of the collection of guidelines in general.For more infohttp://patricklowenthal.com/learning-unlearning-and-relearning-using-web-2-0-technologies-to-support-the-development-of-lifelong-learning-skills/
- Free-flowing, organic interactions Last but not least, one of our most recent attempts at establishing and maintaining social presence in our courses involves social networking tools—specifically, Twitter. We began using Twitter (and inviting our students to follow us) because we wanted to have an informal, playful way for our online students to connect with us and each other throughout the day. On our quest for the social presence grail—as effective as we thought many of the strategies we have previously discussed were—we felt confined within the structure of the LMS. This was exasperated by the fact that we have been missing the informal, playful banter and chit-chat that is possible when everyone is physically located in the same geographic space. This banter helps students connect with us, and experience our personalities. And, it helps them connect with each other in a more emotional way. Twitter seemed to have potential to further support our social-presence efforts. Twitter. We invite our students to follow us on Twitter and to follow each other. In addition, we provide a list of people outside of the course who tweet about course-relevant topics to follow as well as a number of publications and professional organizations. Our decision to use Twitter to enhance social presence in our online courses was reinforced by students’ experiences (see Dunlap & Lowenthal, 2009a, 2009b) as well as the plain fact that our communications via Twitter seemed much more natural than logging into our LMS, getting into the course shell, then getting into a discussion forum and posting a message . . . and then waiting for someone to respond later (after she or he has already moved on to other work, thoughts, issues). But unlike many of the other strategies, we found Twitter to be an extremely time consuming strategy so we were left wondering about its effectiveness.For more infohttp://patricklowenthal.com/tweeting-the-night-away-using-twitter-to-enhance-social-presence/
- Image source: http://www.flickr.com/photos/yourdon/3088582622/sizes/m/in/photostream/
- If there is time, let’s collaborate together on a document
- Thanks for your time! Be sure to reach out!